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언어능력에 따른 초등학교 1~2학년 활동, 참여 차이

Differences in school-age activities and participation according to language ability

서은영
특수교육재활과학연구소 (The Research Institute for Special Education & Rehabilitation Science)|2023.12|특수교육재활과학연구|제62권 제4호|pp. 153-170

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참고문헌

키워드

참여언어장애participationlanguage disorderICF-CY학령기 활동school-age activities
주제분류기타사회과학

초록

본 연구는 언어능력에 따라 집단을 구분하여 초등학교 1, 2학년에 수행해야 할 활동, 참여에 차이를 보이는지 살펴봄으로써 아동이 일상생활의 기능을 수행하는 데 언어문제가 영향을 미치는 영역을 확인하고 이후 문제를 최소화하기 위한 토대를 마련하고자 하였다. 이를 위해, 육아정책연구소 한국아동패널에서8차년도(7세, 1학년)부터 9차년도(8세, 2학년)에 수집한 자료를 사용하였으며 언어능력에 따른 집단은 네 집단(일반 집단, 수용어휘력 지연집단, 표현어휘력 지연집단, 수용･표현어휘력 지연집단)으로 구분하고 종속변수인 학령기 활동, 참여는 학습과 지식적용, 대인상호작용과 대인관계, 주요생활영역으로 구분하여 집단 간 차이를 살펴보았다. 연구결과, 활동과 참여의 모든 영역에서 일반 집단의 점수가 가장 높았으며 수용･표현어휘력 지연집단의 점수가 낮았다. 학습과 지식적용의 경우 일반 집단과 수용어휘력 지연집단은 표현어휘력 지연집단과 수용･표현어휘력 지연집단과 차이를 보였으며 대인상호작용과 대인관계는 일반집단과 수용, 표현, 수용･표현어휘력 지연집단이 차이를 보였다. 주요생활영역의 경우 일반 집단은 수용･표현어휘력 지연집단과 차이를 보이는 것으로 나타났다. 본 연구결과를 통해 언어장애 아동의 언어문제가 학령기에 수행해야 할 활동, 참여에 다양한 영향을 주고 있는 것으로 나타났으며 임상현장에서도 아동의 언어문제뿐 아니라 언어문제가 영향을 미치는 영역을 확인하고 이후 문제를 최소화해야 한다.

Abstract

This study divided groups according to language ability and examined differences in activities and participation in the first and second grade of elementary school. The purpose was to identify areas where language problems affect life function and minimize future problems. Longitudinal research data collected from 8th year to 9th year included in the Panel Study on Korean Child(PSKC) were used. Groups according to language ability are divided into four groups(typically developing, receptive language delay, expressive language delay, receptive･expressive language delay), and school-age activities, participation were divided into learning and applying knowledge, interpersonal interaction and relationship, major life to examine differences between groups. As a result of the study, the scores of the typically developing group were the highest in all areas of activities, participation, and the scores of the receptive･expressive language delay group were low. In learning and applying knowledge, typically developing group and receptive language delay group showed differences from the expressive language delay group and receptvie･expressive language delay group. Interpersonal interaction and relationship showed difference between the typically developing group and the receptive language delay group, expressive language delay group, receptvie･expressive language delay group. In major life, typically developing group showed differences from the receptvie･expressive language delay group. Language problems have a variety of effects on school-age activities, participation and in clinical settings, children’s language problems and areas affected by language problems should be identified future problems minimized.

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